References:

Barnett, B., Basom, M., Yerkes, D., & Norris, C. (2000). Cohorts in educational leadership programs: Benefits, difficulties, and the potential for developing school leaders. Educational Administration Quarterly, 36(2), 255-282. https://doi.org/10.1177/0013161X00362005
Barnett, B., & Muse, I. (1993). Cohort groups in educational administration: Promises and challenges. Journal of School Leadership, 3(4), 400-415. https://doi.org/10.1177/105268469300300405
Berger, P., & Luckmann, T. (1967). The social construction of reality: A treatise in the sociology of knowledge. Doubleday.
Bhattacharya, K. (2017). Fundamentals of qualitative research: A practical guide. Routledge.
Bleuer, J., Chin, M., & Sakamoto, I. (2018). Why theatre-based research works? Psychological theories from behind the curtain. Qualitative Research in Psychology, 15(2-3), 395–411.
https://doi.org/10.1080/14780887.2018.1430734
Boyatzis, R., & Saatcioglu, A. (2008), A 20-year view of trying to develop emotional, social and cognitive intelligence competencies in graduate management education. Journal of
Management Development, 27(1), 92-108. https://doi.org/10.1108/02621710810840785
Britzman, D. (1999). “Thoughts awaiting thinkers”: Group psychology and educational life. International Journal of Leadership in Education, 2(4), 313-335. https://doi.org/10.
1080/136031299292904
brown, a. m. (2017). Emergent strategy: Shaping change, changing worlds. AK Press.
Brown, B. (2013). The power of vulnerability: Teachings on authenticity, connection, and courage [Audiobook]. Sounds True. https://www.soundstrue.com/products/the-powerof-
vulnerability
Burns, D. (2015). How change happens: The implications of complexity and systems thinking for action research. In H. Bradbury (Ed.), The SAGE handbook of action research (3rd ed.,
pp. 434-445). Sage. https://dx.doi.org/10.4135/9781473921290
Bushe, G., & Marshak, R. (2014). Dialogic organization development. In B. Jones & M. Brazzel (Eds.), The NTL handbook of organization development and change: Principles, practices and perspectives (2nd ed., pp. 193-211). Wiley.
Calabretta, G., Gemser, G., & Wijnberg, N. (2017). The interplay between intuition and rationality in strategic decision making: A paradox perspective. Organization Studies, 38(3-4), 365-401. https://doi.org/10.1177/0170840616655483
Cheung-Judge, M-Y. (2020). Organisation development: Core principles, competency, and the way forward? Organization Development Review, 52(3), 11-24.
Clancy, A., & Vince, R. (2019). “If I want to feel my feelings, I’ll see a bloody shrink”: Learning from the shadow side of experiential learning. Journal of Management Education, 43(2),
174-184. https://doi.org/10.1177/1052562918817931
Cleveland-Innes, M., & Campbell, P. (2012). Emotional presence, learning, and the online learning environment. The International Review of Research in Open and Distributed Learning, 13(4), 269-292. https://doi.org/10.19173/irrodl.v13i4.1234
Coghlan, D., & Shani, A. (2015). Developing the practice of leading change through insider action research: A dynamic capability perspective. In H. Bradbury (Ed.), The SAGE handbook of action research (3rd ed., pp. 47-54). Sage. https://dx.doi.org/10.4135/9781473921290
Corbin, J., & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Sage.
Desyllas, M. C., & Sinclair, A. (2014). Zine-making as a pedagogical tool for transformative learning in social work education. Social Work Education, 33(3), 296-316.
https://doi.org/10.1080/02615479.2013.805194
Dirkx, J. (2006). Engaging emotions in adult learning: A Jungian perspective on emotion and transformative learning. New Directions for Adult and Continuing Education, 109(Spring),
15-26. https://doi.org/10.1002/ace.204
Dirkx, J., & Espinoza, B. (2017). From cognition to the imaginal: Fostering self-understanding from and through emotions in adult learning [Paper presentation]. Adult Education Research Conference, Norman, OK. https://newprairiepress.org/aerc/2017/papers/26
Dye, J., Schatz, I., Rosenberg, B., & Coleman, S. (2000, January). Constant comparison method: A kaleidoscope of data. The Qualitative Report, 4(1/2). http://www.nova.edu/ssss/QR/QR4-1/dye.html
Eisner, E. (1988). The primacy of experience and the politics of method. Educational Researcher, 17(5), 15-20. https://doi.org/10.3102/0013189X017005015
Eisner, E. (2008). Art and knowledge. In J. Knowles & A. Cole (Eds.), Handbook of the arts in qualitative research (pp. 3-12). Sage.
Emerson, R., Fretz, R., & Shaw, L. (2011). Writing ethnographic fieldnotes (2nd ed.). University of Chicago Press.
Estrella, K., & Forinash, M. (2007). Narrative inquiry and arts-based inquiry: Multinarrative perspectives. Journal of Humanistic Psychology, 47(3), 376-383. https://doi.org/10.1177/0022167807301898
Griffiths, D., Winstanley, D., & Gabriel, Y. (2005). Learning shock: The trauma of return to formal learning. Management Learning, 36(3), 275–297. https://doi.org/10.1177/1350507605055347
Heron, J., & Reason, P. (2008). Extending epistemology within a co-operative inquiry. In P. Reason & H. Bradbury (Eds.), The SAGE handbook of action research (2nd ed., pp. 366-380).
Sage. https://dx.doi.org/10.4135/9781848607934
Jarvis, P. (1987). Adult learning in the social context. Croom Helm. https://doi.org/10.4324/9780203802724
Jerbi, M., Hoover, J., & Giambatista, R. (2015). Whole person experiential learning and insight learning: Implications for distance education and independent learning. Developments in
Business Simulation and Experiential Learning, 42, 28-34. https://journals .tdl.org/absel/index.php/absel/article/view/2905
Jourard, S. (1971). The transparent self (rev. ed.). Van Nostrand Reinhold.
Kahane, A. (2009). Power and love: A theory and practice of social change. Berrett-Koehler Publishers.
Kahn, W. (2008). The student's guide to successful project teams. Routledge.
Lakoff, G., & Johnson, M. (2003). Metaphors we live by. University of Chicago Press.
Leavy, P. (2018). Introduction to arts-based research. In P. Leavy (Ed.), Handbook of artsbased research (pp. 3-21). The Guilford Press.
Lei, S., Gorelick, D., Short, K., Smallwood, L., & Wright-Porter, K. (2011). Academic cohorts: Benefits and drawbacks of being a member of a community of learners. Education, 131(3), 497-504.
Mackewn, J. (2008). Facilitation as action research in the moment. In P. Reason & H. Bradbury (Eds.), The SAGE handbook of action research (2nd ed., pp. 615-628). Sage.
https://dx.doi.org/10.4135/9781848607934
Maher, M. (2005). The evolving meaning and influence of cohort membership. Innovative Higher Education, 30(3), 195-211. https://doi.org/10.1007/s10755-005-6304-5
Marshak, R. (2006). Covert processes at work. Berrett-Koehler.
Marshak, R. (2013). The controversy over diagnosis in contemporary organization development. OD Practitioner, 45(1), pp. 54-59.
McNiff, S. (2008). Art-based research. In J. Knowles & A. Cole (Eds.), Handbook of the arts in qualitative research (pp. 29-40). Sage.
Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In J. Mezirow (Ed.), Learning as transformation: Critical perspectives on a theory in progress
(pp. 3-33). Jossey-Bass.
Midgley, G. (2015). Systemic intervention. In H. Bradbury (Ed.), The SAGE handbook of action research (3rd ed., pp. 157-166). Sage. https://dx.doi.org/10.4135/9781473921290
Palus, C., & McGuire, J. (2015). Mediated dialogue in action research. In H. Bradbury (Ed.), The SAGE handbook of action research (3rd ed., pp. 691-699). Sage. https://dx.doi.org/10.4135/9781473921290
Plumb, D. (2014). Emotions and human concern: Adult education and the philosophical thought of Martha Nussbaum. Studies in the Education of Adults, 46(2), 145–162.
https://doi.org/10.1080/02660830.2014.11661663
Pratt, M. (2008). Fitting oval pegs into round holes: Tensions in evaluating and publishing qualitative research in top-tier North American journals. Organizational Research Methods, 11(3), 481–509. https://doi.org/10.1177/1094428107303349
Raelin, J. (2007). Toward an epistemology of practice. Academy of Management Learning & Education, 6(4), 495–519. https://doi.org/10.5465/amle.2007.27694950
Reason, P., & Bradbury, H. (2008). Introduction to Groundings. In P. Reason & H. Bradbury (Eds.), The Sage handbook of action research: Participative inquiry and practice (2nd ed., pp. 11-13). Sage.
Reilly, R. C., & Mcbrearty, M. (2010). “Getting there is not a very neat circle or process”: An illustrative view of complexity within a knowledge management learning community. In A. Tait & K. Richardson (Eds.), Complexity and knowledge management- Understanding the role of knowledge in the management of social networks Vol. 4 (pp. 237-265). Information Age Publishing.
Samaras, A. (2010). Explorations in using arts-based self-study methods. International Journal of Qualitative Studies in Education, 23(6), 719-736. https://doi.org/10.1080/09518390903426212
Schön, D. (1984). The reflective practitioner: How professionals think in action. Basic Books.
Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. Doubleday/Currency.
Stacey, R. (2003). Learning as an activity of interdependent people. The Learning Organization, 10(6), 325-331. https://doi.org/10.1108/09696470310497159
Stringer, E. (2014). Action research (4th ed.). Sage.
Teitel, L. (1997). Understanding and harnessing the power of the cohort model in preparing educational leaders. Peabody Journal of Education, 72(2), 66-85. https://doi.org/10.1207/s15327930pje7202_4
Thompson, C., Kuah, A., Foong, R., & Ng, E. (2020). The development of emotional intelligence, self-efficacy, and locus of control in Master of Business Administration students. Human Resource Development Quarterly, 31(1), 113-131.
https://doi.org/10.1002/hrdq.21375
Vince, R. (2001). Power and emotion in organizational learning. Human Relations, 54(10), 1325-1351. https://doi.org/10.1177/a019197
von Bertalanffy, L. (1972). The history and status of general systems theory. Academy of Management Journal, 15(4), 407-426. https://www.jstor.org/stable/255139
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman Eds.). Harvard University Press.
Vygotsky, L. (1987). Thought and language (A. Kozulin, Ed.). MIT Press.
Wertsch, J. (1985). Introduction. In J. Wertsch (Ed.), Culture, communication and cognition: Vygotskian perspectives (pp. 1-18). Cambridge University Press.
Williamson, G., & Prosser, S. (2002). Action research: Politics, ethics and participation. Journal of Advanced Nursing, 40(5), 587-593. https://doi.org/10.1046/j.1365-2648.2002.02416.x